Reading by 3^rd Grade

Measurable Outcome

All students will demonstrate on grade level proficiency through the SOL or iReady assessment.

Strategy 1

Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. 

Action 1

Implement 95% word study program in 1-3 and FCPS word study at K, 4-6 for 15 minutes daily.

Action 2

Collaborative Learning Teams will unpack word study lessons monthly prior to teaching each unit using a common team document.

Action 3

Teachers will be provided ongoing professional development in phonological awareness, phonics and morphology quarterly.

Strategy 2

Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk 

Action 1

Provide data days to look at beginning of year (BOY) and middle of year (MOY) data to create flexible groups for Tier 2 and 3 instruction, 3 days throughout the year.

Action 2

ESOL and Resource Team meet to review BOY reading data to form groups for Tier 3 instruction based on iReady phonics scores and CORE data.

Strategy 3

 Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI).

Action 1

ESOL teachers will implement UFLI phonics intervention in addition to ELD for multilingual students 30 minutes daily

Action 2

Literacy Resource Teacher is becoming a UFLI trainer and will train classroom teachers to use it during Tier 2 instruction

Action 3

Lexia will be used by classroom teachers to implement Tier 2 individualized instruction for students for 15 minutes daily

Algebra 1

Measurable Outcome

All students in 3-6th grade will pass the SOL and/ or iReady grade level assessment.

Strategy 1

Use conversation structures to increase academic talk between students. 

Action 1

Support teachers in using sentence frames / word walls during games and centers; designing instructional activities, i.e. tasks that promote intentional academic talk.

Action 2

Ongoing professional development will be imbedded in CLT’s and coaching cycles that provides targeted grade level support for academic talk.

Action 3

Partner with ESOL to incorporate math vocabulary and conversation structures to use in the classroom

Strategy 2

Increase teachers implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.

Action 1

Model number talks and examples of math tasks in CLTs that promote student thinking.

Action 2

During CLTs teachers will focus on reviewing common assessments and analyze mistakes to examine student thinking and plan reteaching groups after each unit.

 

Action 3

Resource math teacher and math interventionist will model looking at student work to determine next steps for reteaching.

Strategy 3

Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Action 1

Implement Ready, Set, Math AVMR program for Tier 2 intervention in the classroom.

Action 2

CLTs will do "Math with Mel" where the resource math teacher models explicit instruction for upcoming units during unpacking.

Science 

Measurable Outcome

80% of students pass the 5th grade SOL on the first attempt.

Strategy 1

Expand the type and frequency of formative assessments to evaluate progress throughout units.

Action 1

CLTs will review unit assessment data to make instructional decisions during Tuesday morning meetings.

Action 2

CLTs will create exit slips and shorter formative assessments to check student understanding on a weekly basis and review during CLTs.

Action 3

Data will be centrally collected through data dialogues to share out with the leadership team by data dialogues during Tuesday morning CLTs.

Strategy 2

Increase opportunities to develop tier 3 vocabulary through inquiry-based learning, followed by explicit instruction.

Action 1

Prior to each unit, CLTs will determine which vocabulary words should be prioritized by unpacking together and plan for teaching of these .

Action 2

Talk structures with use of vocabulary will be built into daily lesson plans with specific ESOL support.

Action 3

Vocabulary will be assessed using weekly formative assessments.

Strategy 3

Increase content and/or pedagogy knowledge in science for all teachers (advanced, general, ESOL, special education).

Action 1

All 4 and 5 science teachers will attend all required science PD.

Action 2

CLTs will focus on building teachers pedagogy and content knowledge.

Action 3

Instructional coach will provide classroom observation and feedback/ co-teaching opportunities.

Chronic Absenteeism

Measurable Outcome

The chronic absenteeism rate at DRES for the 2023-24 will be less than 10%.

Strategy 1

Strengthening messaging to staff, students and families around attendance to school. Each stakeholder should be able to understand how daily attendance matters, not only for academic success, but because school offers an opportunity to develop social and emotional skills such as listening, paying attention, problem-solving and self-regulation, all which are needed to grow and learn.

Action 1

Monthly positive messages sent to families and students to recognize good and improved attendance.

Action 2

Weekly messages to the community that include an attendance focus. 

Action 3

Using a variety of opportunities to emphasize the importance of on time, everyday attendance (PTA meetings, parent/coffees, school events).

Strategy 2

Strengthen school team practices to monitor attendance data and determine need for intervention and additional support.

Action 1

Attendance committee meetings will change from once a month to twice a month.

Action 2

Reviewing and communicating to all stakeholders the action steps the committee will take with each level of absence (phone calls, conferences, etc).

Action 3

Communicating with families who are having attendance challenges to figure out the root cause of the challenge and use school and community resources to support families.